Appropriate education (Ch.1& Ch.2)...

Ensure that a student's IEP is designed to meet their individual needs, without lowering standards or expectations for student achievement. Also, a least restrictive environment for learning is essential for a student to make progress in and have access to the general education curriculum (Turnbull et al., 2014, pp. 16, 38 ).

According to Turnbull., et al, "In addition to building parental and professional partnerships, extend student inclusion membership within the IEP team. Include students in their IEP process, so that they may grow into their own strong advocates". (2014 ,pp. 17, 82)

Non-discriminatory assessment is fair assessment (Ch.3)...

Be sure and use a non-discriminatory assessments to guide in the creation of the IEP. Use current levels of achievement as the basis for developing an IEP to ensure the appropriate and least restrictive education opportunities for all students. (Turnbull et al.,2014, pp.60).

Digital Wisdom is key to writing the perfect IEP (Ch.6)...

“Any adult or professional who works with a student that requires the use of an AAC or other technology should be required, by the IEP document, to learn how to use said necessary AAC or other device” (Turnbull et al., 2014, pp. 141).

Create a harmonious environment (Ch.7)...

"Use IEP meetings to discuss the strengths, needs, and preferences of students who suffer from depression to create a positive school environment.” (2014, pp. 150).

Consider all of the environmental factors (Ch.7)...

When creating an IEP for a student with Emotional Behavior Disorder, IEP members must think about the environmental considerations—school factors and family factors---that contribute to Emotional Behavior Disorder. (Turnbull et al., 2014, pp. 154).

Check out how the Center for Child Counseling uses collaboration to help Children

Facilitate Opportunities for the Development of Adaptive Skills

When developing an IEP for a student with an intellectual disability, carefully consider his or her home and community environments and teach skills that enable the student to be effective in them. (Turnbull et al., 2014, pp.191)

Development of Adaptive Skills :)

Generalization Skills for Making a Proper Transition

Generalization between the general school curriculum and the home, community environment are important ensuring progression in adaptation skills for students with Intellectual Disabilities; parent involvement the entire process, IEP and actualization, are critical to student success. (Turnbull et al., 2014, pp.191)

Collaborate with Professionals in the Community for the Well-being of ALL Students

With the help of related service providers, connect with students’ families to make sure that they have appropriate school and community resources: healthcare, nutrition, rest. (Turnbull et al., 2014, pp.194)